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THE EFFECTIVENESS OF SELF-REGULATED STRATEGY
DEVELOPMENT TO TEACH WRITING VIEWED FROM
STUDENTS’ CREATIVITY
(An Experimental Study in the Third Semester Students of English Department
IKIP PGRI Madiun in the Academic Year of 2012/2013)
T H E S I S
Submitted to Fulfill One of the Requirements of Getting Graduate Degree in English Education
By:
SAMSUL ARIFIN S891108095
DEPARTMENT OF ENGLISH EDUCATION GRADUATE SCHOOL
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MOTTO
Believe in yourself,
Nothing will put you down
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DEDICATION
This thesis is proudly dedicated to:
My beloved wife and daughters
Sutri Ekawati, Nasywa Jawahir M., Qurrota A’yunina,
My beloved family
Djurin, Suprihatin, Sutrisno, Suwarni, Retno, Wahyu,
Solo boarding-mates
Joni Siswo, Dedi Tri, Siti Sulastri, Dwi Rosita.
Thank you for believing in me, for always being my touchstone and for the
endless and unconditional love and support in this journey. I am incredibly
humbled and grateful for all the things that you have done for me. This would not
be possible without you. Thank you for celebrating the successes and for your
constant faith as I worked toward this achievement. I am so blessed to have each
commit to user ACKNOWLEDGEMENT
The writer’s greatest thank goes to Allah SWT for the mercy and blessing to
finish the thesis. In addition, he realizes that he is unable to finish the works, from
the preparation to the report, without contributions, support, helps, advice, and
suggestions from many people. Therefore, he would deeply like to thank to:
1. The Director of Graduate School of Sebelas Maret University for the
permission to conduct the research.
2. The Head of English Education Department of Graduate School of Sebelas
Maret University Surakarta for the support to finish the thesis.
3. Dr. Abdul Asib, M.Pd, the first consultant, for the patience, valuable
guidance and time during the consultation to finish the thesis.
4. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D, the second consultant, for the
advice, suggestions, and criticism during the consultation to finish the thesis.
5. The lecturers of English Education Department of Graduate School of
Sebelas Maret University Surakarta, for the knowledge during the study.
6. The Rector of IKIP PGRI Madiun for the permission to conduct the research.
7. Nuri Ati Ningsih, S.Pd., M.Pd, the head of English Teaching Department of
IKIP PGRI Madiun, for the help, support, advice, and permission to conduct
the research.
8. The students of English Teaching Department of IKIP PGRI Madiun for the
cooperation during the research.
9. His friends and family for the support and assistance once he met difficulty in
accomplishing the thesis.
Therefore, the writer will accept all constructive criticism and suggestion for
a better study in the future.
Surakarta, August 2nd 2013
commit to user ABSTRACT
SAMSUL ARIFIN. NIM S891108095. 2013. The Effectiveness of Self-Regulated
Strategy Development to Teach Writing Viewed from Students’ Creativity (An Experimental Study in the Third Semester Students of English Department IKIP PGRI Madiun in the Academic Year of 2012/ 2013). First Consultant: Dr. Abdul Asib, M.Pd. Second Consultant: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Thesis. English Department, Graduate School, Sebelas Maret University.
The research is aimed at finding out whether: (1) Self-Regulated Strategy Development is more effective than Collaborative Writing to teach writing; (2) The students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching strategies and students’ creativity in teaching writing.
The research was an experimental study conducted at the third semester students of English Department of IKIP PGRI Madiun in the academic year of 2012/2013, starting from October 2012 to June 2013. The population was the third semester students of English Department of IKIP PGRI Madiun in the academic year of 2012/2013 which consisted of 7 classes with the total of 207 students. The samples were two classes namely experimental class which was taught using Self-Regulated Strategy Development and control class which was taught using Collaborative Writing. To find out the sample, a cluster random sampling technique was implemented. Each class was divided into two groups of which each consisted of students having high creativity and those having low creativity. To gain the data, two instruments were used namely writing test to find out the
score of students’ writing and creativity test to find out the score of students’
creativity. The two instruments were, firstly, tried out to get readable instruction. The data were, then, analysed by using Multifactor Analysis of variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted.
There are some research findings that can be taken: (1) Self-Regulated Strategy Development is more effective than collaborative writing to teach argumentative essay writing; (2) The students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching strategies and students’ creativity in teaching writing.
Based on the results of the research, it implies that Self-Regulated Strategy Development is an effective strategy for teaching writing to the third semester students of English Department IKIP PGRI Madiun. Therefore it is recommended that; (1) it is better for lecturers to implement Self-Regulated Strategy Development in the teaching of argumentative essay; (2) it is better for lecturers to implement Self-Regulated Strategy Development to accomodate students’ creativity; and (3) it is better to use the finding of this research as a literatural refference for other researches with different sample and different psychological aspect.
commit to user RINGKASAN
SAMSUL ARIFIN. NIM S891108095. 2013. Efektivitas Self-Regulated Strategi untuk Mengajar Keterampilan Menulis Ditnijau dari Kreatifitas Mahasiswa (Penelitian Eksperimen pada Mahasiswa Semester Tiga Program Studi Pendidikan Bahasa Inggris IKIP PGRI Madiun Tahun Akademik 2012/2013).
Pembimbing 1: Dr. Abdul Asib, M.Pd. Pembimbing 2: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Thesis. Prodi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Negeri Sebelas Maret Surakarta.
Penelitian ini bertujuan mengetahui apakah self-regulated strategi lebih efektif daripada menulis berkolaborasi dalam pengajaran keterampilan menulis; apakah siswa dengan kreatifitas kebahasaan tinggi memiliki ketrampilan menulis lebih baik daripada mereka dengan kreatifitas kebahasaan rendah; dan apakah ada interaksi antara strategi pembelajaran dan kreatifitas mahasiswa dalam pembelajaran menulis.
Penelitian ini menggunakan model eksperimen pada mahasiswa semester tiga prodi Pendidikan Bahasa Inggris IKIP PGRI Madiun tahun akademik 2012/2013 mulai Oktober 2012 sampai Juni 2013 dengan jumlah populasi sebanyak 238 mahasiswa. Sampel penelitian ini yaitu kelas III F yang merupakan kelas eksperimen yang diajar dengan menggunakan self-regulated strategi dan kelas III G yang merupakan kelas kontrol yang diajar dengan menggunakan strategi menulis berkolaborasi. Untuk menentukan sampel, tehnik acak (sample random sampling) digunakan. Untuk mengetahui tingkat kreatifitas mahasiswa, masing-masing kelas dibagi menjadi dua kelompok yang terdiri dari mereka dengan kreatifitas kebahasaan tinggi dan mereka dengan kreatifitas kebahasaan rendah. Untuk mendapatkan data, dua instrumen penelitian digunakan yaitu tes menulis untuk menentukan nilai ketrampilan menulis mahasiswa dan tes kreatifitas untuk menentukan nilai kreatifitas kebahasaan mahasiswa. Kedua instrumen tersebut terlebih dahulu di uji cobakan untuk mengetahui apakah keduanya memiliki tingkat keterbacaan intruksi yang baik. Kemudian data dianalisa menggunakan multi faktor varian dua arah (ANOVA) dan test tukey. Sebelumnya, tes normality
dan homogeneity dilaksanakan.
Hasil temuan menunjukkan bahwa self-regulated strategi lebih efektif dari pada menulis berkolaborasi untuk pengajaran menulis; mahasiswa dengan kreativitas kebahasaan tinggi memiliki kemampuan menulis lebih baik dari pada mereka dengan kreatifitas kebahasaan rendah; ada keterkaitan antara strategi pembelajaran dan kreatifitas kebahasaan mahasiswa dalam pembelajaran menulis.
Dari hasil tersebut, bisa disimpulkan bahwa self-regulated strategi efektif untuk pengajaran menulis bagi mahasiswa di tingkat universitas. Oleh karena itu, direkomendasikan bagi dosen untuk mengimplementasikan dan menggunakannya dalam pembelajaran menulis untuk mengakomodasi kreatifitas mahasiswa.
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LEGITIMATION FROM THE BOARD OF EXAMINATION ... iv
PRONOUNCEMENT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... ix
7. Assessing Argumentative Essay ... 17
B. Self-Regulated Strategy Development (SRSD) ... 20
1. The Definition of SRSD ... 20
2. The Implementation of SRSD... 21
3. The Advantages of Using SRSD ... 24
4. The Disadvantages of Using SRSD ... 25
C. Collaborative Writing (CW) ... 25
1. The Definition of Collaborative Writing ... 25
2. The Implementation of Collaborative Writing ... 26
3. The Advantages of Collaborative Writing ... 27
4. The Disadvantages of Collaborative Writing ... 28
D. Teaching Writing Using Self-Regulated Strategy Development Compared to Collaborative Writing ... 29
1. General Differences of SRSD and CW ... 29
2. The Difference of Lesson Plan between SRSD and CW in the Teaching of Writing ... 30
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1. The Difference between Self-regulated Strategy Development and Collaborative Writing in Teaching Writing ... 42
2. The Difference in Writing Skill between Students Having High Creativity and Low Creativity ... 44
3. The Interaction between Teaching Strategies and the Students’ Creativity in Teaching Writing ... 45
H. Hypothesis... 47
CHAPTER III RESEARCH METHODOLOGY ... 48
A. The Setting of the Study ... 48
B. The Research Design ... 48
C. Population, Sample, and Sampling ... 49
D. Technique of Collecting the Data ... 50
E. Technique of Analysing the Data ... 51
F. Statistical Hypothesis ... 55
CHAPTER IV RESEARCH FINDING ... 57
5. Data of Students Having High Creativity who are Taught Using SRSD (A1B1) ... 62
6. Data of Students Having Low Creativity who are Taught Using SRSD (A1B2) ... 63
7. Data of Students Having High Creativity who are Taught Using CW (A2B1) ... 64
8. Data of Students Having High Creativity who are Taught Using CW (A2B2) ... 65
B. Normality and Homogeneity Test ... 66
1. Normality of Students Taught Using SRSD (A1) ... 66
2. Normality of Students Taught Using CW (A2) ... 66
3. Normality of Students Having High Creativity (B1) ... 66
4. Normality of Students Having Low Creativity (B2) ... 67
5. Normality of Students Having High Creativity who are Taught Using SRSD (A1B1) ... 67
6. Normality of Students Having Low Creativity who are Taught Using SRSD (A1B2) ... 67
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8. Normality of Students Having High Creativity who are Taught
Using CW (A2B2) ... 68
9. Homogeneity Test ... 69
C. Hypothesis Testing... 70
D. Discussion and Finding ... 74
1. Self-regulated Strategy Development is more Effective than Collaborative Writing in Teaching Writing ... 74
2. Students Having High Creativity have better Writing Skill than those Having Low Creativity ... 77
3. There is an Interaction between Teaching Strategies and the Students’ Creativity in Teaching Writing ... 80
CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION ... 83
1. Conclusion ... 83
2. Lesson Plan of Self-Regulated Strategy Development (SRSD) . 97 3. Lesson Plan of Collaborative Writing (CW) ... 125
4. The Blue Print of Writing Test ... 153
5. Readability of Writing Test ... 155
6. The Blue Print of Creativity Test ... 156
7. Readability of Creativity Test ... 157
8. The Answer Key of Creativity Test ... 164
9. The Scoring Rubric of Argumentative Essay Writing ... 167
10. The Score of Writing Test ... 169
11. The Tabulation of Students’ Creativity and Writing Score ... 171
12. Frequency Distribution of the Data ... 173
13. Normality Test ... 181
14. Homogeneity Test ... 189
15. Preparation for Anova Test ... 190
16. Anova Test ... 192
17. Tukey Test ... 193
18. Table of Frequency Distribution ... 194
19. Table of Chi-Square ... 195
commit to user LIST OF TABLES
1. Table 2.1. Element of Structure of Argumentative Essay ... 16
2. Table 2.2. The Scoring Rubric of Argumentative Essay Writing ... 18
3. Table 2.3. Comparison of SRSD and CW in Teaching Writing ... 29
4. Table 2.4. The Basic Stages of Teaching Strategies of Writing ... 30
5. Table 2.5. The Implementation of Strategies in the Classroom ... 30
6. Table 3.1. Time and Place of the Research ... 48
7. Table 4.1. Frequency Distribution of Data A1 ... 58
8. Table 4.2. Frequency Distribution of Data A2 ... 59
9. Table 4.3. Frequency Distribution of Data B1 ... 60
10. Table 4.4. Frequency Distribution of Data B2 ... 61
11. Table 4.5. Frequency Distribution of Data A1B1 ... 62
12. Table 4.6. Frequency Distribution of Data A1B2 ... 63
13. Table 4.7. Frequency Distribution of Data A2B1 ... 64
14. Table 4.8. Frequency Distribution of Data A2B2 ... 65
15. Table 4.9. Summary of Normality Test... 69
16. Table 4.10. Summary of Homogeneity Test ... 69
17. Table 4.11. Summary of a 2X2 Multifactor Analysis of Variance ... 70
18. Table 4.12. The Mean of Scores ... 70
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LIST OF FIGURES
1. Figure 2.1. The Three Stages of Collaborative Writing ... 26
2. Figure 4.1. Histogram and Polygon of Data A1 ... 58
3. Figure 4.2. Histogram and Polygon of Data A2 ... 59
4. Figure 4.3. Histogram and Polygon of Data B1 ... 60
5. Figure 4.4. Histogram and Polygon of Data B2 ... 61
6. Figure 4.5. Histogram and Polygon of Data A1B1 ... 62
7. Figure 4.6. Histogram and Polygon of Data A1B2 ... 63
8. Figure 4.7. Histogram and Polygon of Data A2B1 ... 64
